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Assessment in Education: Principles, Policy & Practice Volume 24, 2017 - Issue 1
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Editorial

Balancing the challenges of high-stakes testing, accountability and students’ well-being

Therese N. HopfenbeckOxford University Centre for Educational Assessment Department of Education, University of Oxford, Norham, UKCorrespondence[email protected]
Pages 1-3 | Published online: 26 Jan 2017

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Lenore Adie, Bruce Addison & Bob Lingard. (2021) Assessment and learning: an in-depth analysis of change in one school’s assessment culture. Oxford Review of Education 47:3, pages 404-422.
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Florence Kyaruzi, Jan-Willem Strijbos, Stefan Ufer & Gavin T. L. Brown. (2019) Students’ formative assessment perceptions, feedback use and mathematics performance in secondary schools in Tanzania. Assessment in Education: Principles, Policy & Practice 26:3, pages 278-302.
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Articles from other publishers (2)

Kerry Brown, Kevin Woods & Clare Nuttall. (2022) ‘I'm going to feel stressed, but now I know how to handle it’: reducing test anxiety and improving student well‐being at GCSE. Support for Learning 37:2, pages 351-372.
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Ruth Falzon. 2021. Dyslexia. Dyslexia.

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